Ahmed Kh. Othman

This paper intends to investigate the interlingual and intralingual errors in written composition by Saudi English as a Foreign Language Students at the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. This qualitative and quantitative research includes 25 EFL students in their 3rd Year English language and literature major. The researcher used one research instrument which is the written composition essay. The findings of the study indicated that participants produced the following types of errors in their written compositions grammatical (43%), lexical errors (24%), semantics (15%), mechanical errors (16%) and Syntactic errors (2%). That is, 26% of the participants showed that most of their errors in the written composition are Interlingual errors but 74% of them stated that their errors are the result of intralingual factors. This research recommends that further future studies be conducted in this field to have a deeper understanding of the effect of inter and intra-lingual factors on the cohesion of written composition in EFL context, particularly Saudi Arabia.

The objective of this paper is to analyze doctoral thesis acknowledgements written by Saudi EFL learners in English speaking countries in the field of Applied Linguistics. Acorpus of 15 PhD acknowledgements was downloaded randomly between (4001-2017) from Universities' website. To analyze the data, Hyland's three-tier-move structure was adopted. The results of this paper show that all the three moves were employed by Saudi EFL learners. Besides, there are some differences in the occurrence of moves, for example, Thanking move was found to be the highest percentage (55.5%) among moves, while both reflecting and concluding moves were found to be equal percentage (22.2%). In terms of gratitude expressions, Adjectives were used most frequently by EFL Saudi learners. This paper recommends that further research can be conducted on comparative studies in DAs in other disciplines produced by either undergraduates or postgraduates at different public universities in Saudi Arabia as an attempt to see whether DAs vary from one university to another.

The objective of the present study is to investigate the spelling errors committed by the Saudi English-major students (male) who are majoring English language at Department of Language and translationat the University of Tabuk, Saudi Arabia. This study adopts Cook's classification of errors, which categorized errors into four categories: substitution, omission, insertion, and transposition. The participants of this study included 45 male students whose first language is Arabic. The researcher used one research instrument which is the written composition essay. An analysis of errors established that errors of substitution reported (36.7%) constituting the highest proportion of errors whereas insertion spelling errors occur as the lesser frequency with a percentage mean of (14.4.%) producing13 errors. The major cause of the of learners' spelling errors is the wrong use of vowels and pronunciation as well as mother tongue interference. The findings of this study emphasized more focused attention to learners' spelling errors, as spelling teaching is an essential aspect of language learning.

A good paragraph must be as clear as possible so that the reader can follow sentences, ideas, and details easily. The purpose of this study is to investigate the types, frequencies, and causes of grammatical cohesive devices errors in the written paragraphs which were committed by the Saudi Englishmajor students (male) who are majoring in English language at the Department of Language and Translation at the University of Tabuk in Saudi Arabia. 40 paragraphs were selected randomly from second year first term mid-exams in the year 2018-2019. A mixed design method of both qualitative and quantitative research methodology was used to analyze the participants' written texts. To analyze the data, a framework by Halliday and Hassan (1976) was adopted. The result of the study showed that the three major types of cohesive devices errors (reference, substitution, and conjunction) were found in the students' written paragraphs. Hence, they were used in dealing with errors in texts. The most frequently occurred errors were conjunction with the percentage of 52%, reference 37%, and substitution 11%. The findings showed that the Saudi undergraduates committed these kinds of errors due to lack of inadequate grammatical knowledge of these devices, influence of mother tongue interference, lack of vocabulary, and language background. The study recommends that grammatical cohesive devices should be taught explicitly, as well as in association with reading skill, in developing grammatical cohesive devices awareness.

This study aims to enhance the cross-cultural communication skills of EFL learners and demonstrate the importance that translation has for cross-cultural forms of communication. A descriptive analytical method was followed in the study along with the distribution of a questionnaire to nineteen EFL teachers so that the necessary data could be collected. There was then statistical analysis of the data collected using the SPSS software 23. Many findings came out of the study, amongst the most important of which are that many skills are required in translation so that the original message can be conveyed into the language being targeted. Cross-cultural skills of communication of the EFL learners are improved in using translation. A number of cultural items that exist within a particular culture may not exist within another culture so there are some cultural items that are untranslatable. A vital role is played by translation in creating a general and universal culture. Without cultural universalities and similarities, people from different cultures have no way to communicate with one another and there will be an impossibility for translation to master the knowledge of differences and similarities between L2 and L1. The language accuracy of translators is developed through use of translation. This study recommends that the original message ought to be conveyed into the language being targeted by translation, and that communicators and learners of EFL ought to be able to communicate culturally through translation, and that translation ought to enable the so-called fifth language skill to be mastered by communicators. Index Terms-skills in cross-cultural communication, translation, cultural universalities and similarities

The objective of this paper is to analyze doctoral thesis acknowledgements written by Saudi EFL learners in English speaking countries in the field of Applied Linguistics. Acorpus of 15 PhD acknowledgements was downloaded randomly between (4001-2017) from Universities' website. To analyze the data, Hyland's three-tier-move structure was adopted. The results of this paper show that all the three moves were employed by Saudi EFL learners. Besides, there are some differences in the occurrence of moves, for example, Thanking move was found to be the highest percentage (55.5%) among moves, while both reflecting and concluding moves were found to be equal percentage (22.2%). In terms of gratitude expressions, Adjectives were used most frequently by EFL Saudi learners. This paper recommends that further research can be conducted on comparative studies in DAs in other disciplines produced by either undergraduates or postgraduates at different public universities in Saudi Arabia as an attempt to see whether DAs vary from one university to another.

The objective of the present study is to investigate the spelling errors committed by the Saudi English-major students (male) who are majoring English language at Department of Language and translationat the University of Tabuk, Saudi Arabia. This study adopts Cook's classification of errors, which categorized errors into four categories: substitution, omission, insertion, and transposition. The participants of this study included 45 male students whose first language is Arabic. The researcher used one research instrument which is the written composition essay. An analysis of errors established that errors of substitution reported (36.7%) constituting the highest proportion of errors whereas insertion spelling errors occur as the lesser frequency with a percentage mean of (14.4.%) producing13 errors. The major cause of the of learners' spelling errors is the wrong use of vowels and pronunciation as well as mother tongue interference. The findings of this study emphasized more focused attention to learners' spelling errors, as spelling teaching is an essential aspect of language learning.

This paper intends to investigate the interlingual and intralingual errors in written composition by Saudi English as a Foreign Language Students at the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. This qualitative and quantitative research includes 25 EFL students in their 3rd Year English language and literature major. The researcher used one research instrument which is the written composition essay. The findings of the study indicated that participants produced the following types of errors in their written compositions grammatical (43%), lexical errors (24%), semantics (15%), mechanical errors (16%) and Syntactic errors (2%). That is, 26% of the participants showed that most of their errors in the written composition are Interlingual errors but 74% of them stated that their errors are the result of intralingual factors. This research recommends that further future studies be conducted in this field to have a deeper understanding of the effect of inter and intra-lingual factors on the cohesion of written composition in EFL context, particularly Saudi Arabia.

ABSTRACT
This study analyzes 39 English language dissertation abstracts from research articles found in English language departments at Sudanese universities  ,and which written by Sudanese post-graduate students. It first presents some theoretical background on discourse, discourse  community and genre analysis. The analysis aims at verifying whether the rhetorical patterns of organizations and the moves found in abstracts coincided with those proposed by Bhatia (2004) in his study of research articles and introductions. Besides, it intends to analyze the verb tenses and voice preferably used in this kind of text. The samples were collected randomly from different universities English departments. The analysis reveals that the rhetorical patterns and some moves proposed by Bhatia are found in abstracts, though not in the same  order.  It also shows a high occurrence of present simple tense and passive voice in all moves as well as past simple and present perfect occurred only occasionally.  It is also found out that some of  abstracts which  written by post-graduate  students have poor strategies and are not likely yield to generic approach.  The study recommends the involvement of  generic approach in researchers  abstract writing  and the training of advanced students to adopt viable pedagogical template, which included in the syllabus  to develop coping strategies in response to the rigorous writing demands. A better understanding of how research articles are constructed can enhance not only their writing skills to conform to the expectations of the target discourse community, but also the quality of communication and chance of success in their respective academic context in an international forum.